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Utah Coaching Network (UCN) - South
1. Connect – Audience Expertise
2. Explore how to “Make a Switch”
Consider” Bright Spot” – Lessons
Learned Focus on “Positive Deviance”
3. Coaching Revisited Why . . . What . . . How . . . Focus for 2010-2011
▪ Behavior▪ Assessment▪ Interventions & Instruction▪ Problem Solving
Case Studies – using the data
For things to change, someone has to start acting differently . . .
Must do 3 Things Motivate the Elephant – emotional
(energy) Direct the Rider – rational (planning &
direction) Shape the Path – environment & people
Vietnam – Jerry Sternin – 1990 “FBA” on malnutrition
Six months to make a change
Analyze existing data – it was TBU
New approach was needed – had to make “sweeping change with limited resources”
Go to the villages – spoke with mothers
Weigh the children (get the data) Find the biggest & healthiest Observe patterns in homes of healthier
children Synthesize the information Replicate “what works” – find the
“Bright Spots” – successful efforts worth emulating
Simple changes resulted in powerful impact
Observed practices in homes of healthier children . . . Changed schedule of feeding (instead of
2x/day – increased to 4x/day) Active feeding – hand fed, even when
children ill Included additional items in feeding
Differences made with limited resources
Solved “in house” – not an imported solution
Those involved trained one other – network
Often need to increase intensity & supervision
Knowledge doesn’t change behavior – have to practice what you want to have happen
Network of mothers were, “Acting their way into a new way of thinking”
How do these lessons learned apply in your setting???
Motivate the elephant – Hope
Direct the rider – Specific How To’s
Shape the Path – actually changed the culture of the village
Impact – 2.2 million Vietnamese people in 265 villages
Six months later, 65% of the children were still better nourished (many weren’t initially involved with the project )
Accomplished by those closest to the problem – they weren’t experts!
Jerry’s team had deep faith in power of the bright spots
“We need to switch from archaeological problem solving to bright-spot evangelizing.”
“Even in failure there is success.”
“These flashes of success – these ‘Bright Spots’ – can illuminate the road map for action and spark the hope that change is possible.”
Positive Deviance is based on the belief that in every community or organization there are certain individuals or groups of people (Positive Deviants) whose special practices or strategies enable them to find a better solution, than their peers, to a pervasive problem even though they have access to the same resources and face similar challenges.
It is not “best practice” per se. Best practice comes from the outside, from an expert. Positive Deviance finds the solution from within. By doing so, it avoids the following reactions… “That can’t work in Utah public schools!” “Our school is different than yours.” “That won’t work with students in my
classroom.”
Are passionateHave a high moral or social purpose that is always expanding
Have a constantly expanding vision and are always looking for a better way
Engage in “Ready-Fire-Aim” behavior
Have a compass of where they are going
Check the edge; are always on the fringe of the possible-impossible.
Have a generally low regard for the status quo
Are often shunned
Why is your selected school/team a “Bright Spot”?
What practices would you replicate?
Are you a “positive deviant”?
How can you apply hard work, clever innovations, and the courage of your imagination to your current setting?
How would you share the information with others (“Bright Spot Evangelizing”)?
What support is needed to “Make a Switch”?
Commitment to students . . . we have “Promises to Keep”
Mission of Public EducationLiteracy & numeracy for all childrenHigh quality instructionCurriculum with high standards and
relevanceEffective assessments to inform high
quality instruction & accountability
Willingness to do things differentlyUnderstand the challenges and still step
forward to be involved
Roger Kroth (1997) said it goes without saying that in schools we will “never have enough money, enough time, or enough trained personnel to do the hard work we have undertaken”.
Keeping this in mind…We cannot use any of these excuses or we will become too discouraged to keep on trying to meet the needs of all students.
We accept these realities and proceed with our challenging work in spite of them.
We adhere to a no-excuses model for our work.
The most direct impact upon student achievement is the experiences students have each day in classrooms.
A major objective should be to equip, empower, and expect staff to implement effective instructional practices.
Research consistent agrees on the importance
of as the most potent
factor in education . . .
With this in mind, how can we impact the effectiveness of teacher’s practices???
teachers
*Joyce, B., & Showers, B. (2002) Student Achievement Through Staff Development (3rd Ed.). Alexandria, VA: ASCD
Avg. Retention RateLectureLecture
ReadingReading
Audio-VisualAudio-Visual
DemonstrationDemonstration
Discussion GroupDiscussion Group
Practice by DoingPractice by Doing
Teach Others/Immediate Use of LearningTeach Others/Immediate Use of Learning
10%
5%
20%
30%
75%
50%
90%
National Training Laboratories Bethel, Maine
Lecture
Reading 10%
5%
20%
30%
75%
50%
90%90%Adapted from: National Training Laboratories Bethel, Maine
“We consider coaching to be the keystone – the final stone placed at the peak of an arch that gives strength & stability. Without coaching, on-the-job learning by teachers is at best scattershot; the effect of professional development is muted, and the measure of successful implementation ill-defined. The bottom-line is that, without coaching, any professional development teachers receive is far less likely to become a reality in classrooms.”
Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006) Coaching Classroom Management
“Coaching is not the panacea for all the ills of education and the challenges related to student learning . . . However, coaching contributes to change – in student learning, in teaching, in professionalism, and in school culture. . .”
(Killion & Harrison, Taking the Lead: New Roles for Teachers & School-based Coaches, p. 155)
Coaching is the active and repeated use of: (a)prompts that increase
successful behavior, and (b)corrections that decrease
unsuccessful behavior
Rob Horner, 2009
F – Feedback – I, We, You – prompts & corrections
A – Adjusted – differentiatedC – Context – on site, real timeT – Time – distributed practiceS – Student-focused - data
An excellent teacher Kind-hearted, respectful, patient, honest Has high-expectations and provides
affirmative & honest feedback – feedback that helps people realize those expectations
“Can see something special in you that you didn’t know was there and help you to make “that something” a living part of you.” Knight, 2006
It’s As Easy As . . .
A B
C
Fluency with trained skillsIncreased fidelity of implementation
Increased utility of dataIncreased sustainability
Rob Horner, 2009
Finding the right starting point The UPDC Pillars (“Big Four” ) Meeting the teachers where they are
Building an emotional connectionEncouraging implementation through
Collaboration Modeling Observation with feedback Support throughout the process
A coach teaches, models, inspires, critiques (provides feedback), and continues in this relentlessly until mastery is achieved – and long afterward.
Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006) Coaching Classroom Management
Students will hit any achievement target they can see and that will hold still for them ( Richard Stiggins.) The same can be said of teachers. They can hit the target (of implementing classroom management & instruction) if they can clearly see it – and provided that the target remains stable. Your job as a coach is to furnish both the springboard and the stability that effective coaching represents.
Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006) Coaching Classroom Management
Assist district instructional coaches in developing . . .
Sustainable District Infrastructure Designed to Support Effective Practices
System with necessary resources & personnel
StandardsStandards GoalGoal SkillsSkills
Motivation
Motivation ResourcesResources ActionAction
DataData
Evaluatio
n
Evaluatio
n
+
+
++
+ +
Performance Excellence
…is the capacity to create and communicate a view of a desired state of affairs that induces commitment among those working in the organization.
Thomas Sergiovanni, 1984
Change because you see the light, not because you feel the heat.
Dr. Steve Edwards, speaking on change, June, 2009
Assessment
Behavior/Social Competency
Content / Curriculum
Instruction/Intervention
Assessment
Behavior
Content Knowledge
Direct Instruction
Need to know if students are learning what is being taught!
Ongoing assessment Identify learning targets Make decisions based on data Enable students to see and monitor
their progress Provide constructive feedback to
students
Create a safe, productive learning environment
Articulate and teach expectationsEffectively teach correct behavior Increase praise statements Increase students’ opportunities to
respond
Deep understanding of what is being taught
StandardsLesson plansCurriculum mappingPrioritizing what content to teach
Heart of EVERY Lesson
ReviewPreviewI do it – teacher directed
instructionWe do it – guided practice -
80% accuracyYou do it – independent
practice - 90 -100%
Increase implementation in classroom
Focus on “Simple Things” – Target Behaviors OTRs, Ratio of Interactions, Error Correction,
Disruptions, On-Task behavior
Providing specific feedback – use data
Microteaching
The rate at which opportunities to respond (OTRs) occur has a direct effect on classroom management.
William Heward said opportunities to respond (OTRs) generate more learning, provide important feedback to the teacher, and correlate to increased on-task behavior.
Power in asking . . . “How am I doing?” “Where to next?”
Willingness to seek evidence on where students are not doing well – with focus to improve teaching practices
Use data & evidence-based models
Intense “under-the-microscope” view of teaching
Includes theory, demonstration, practice, feedback, & coaching
Safe & cooperative climate to learn: From errors From each other- models & From specific feedback
StandardsStandards GoalGoal SkillsSkills
Motivation
Motivation ResourcesResources ActionAction
DataData
Evaluatio
n
Evaluatio
n
+
+
++
+ +
All Components Included = Execution = Success!
Tool – District “Game Plan” Tasks
1. Revisit your goal/vision for coaching2. Consider other components on “Game
Plan” form3. Discuss action plan for 2010-2011
Tool – Case Studies (next slide)
Tool – Case Studies Tasks
1. Review case studies 2. Use problem solving model to identify
areas of need3. Answer the following:
1. How would you provide feedback to the teacher?
2. What would be your recommendations?3. Discuss possible action plan/next steps Consider the following example …
The most direct impact upon student achievement is the experiences students have each day in classrooms.
A major objective should be to equip, empower, and expect staff to implement effective instructional practices.
Make a Switch
Be a “Positive Deviant”
Be a “Good” Instructional Coach
An excellent teacher Kind-hearted, respectful, patient, honest Has high-expectations and provides
affirmative & honest feedback – feedback that helps people realize those expectations
“Can see something special in you that you didn’t know was there and help you to make “that something” a living part of you.” Knight, 2006
“We can no longer ignore the leadership capacity of teachers-the largest group of school employees and those closest to students. Empowered teachers bring an enormous resource for continually improving schools. School reform is dependent on teacher leadership being developed, nurtured, and reinforced both in schools and throughout the district.”
Brown & Moffett
